The Ideal Learner: Being Dynamic

Graham Gibbs’s article “Raising awareness of best-practice pedagogy’ delves into defining and improving the student for academic success. Concentrating on student techniques and skills, its clear the priority of the article is a refinement of tertiary level students academic techniques – quite a contradiction seeing these students have already accessed ‘academic success’. I understand that this article is rendered around tertiary education – that point is quite obvious being ‘Times Higher Education. Nevertheless, I wish to explore the gaps Gibbs has left out. What kind of teacher enabled these students, despite their immediate difficulties, to reach the distant heights of Harvard and Oxford University? 

Gibbs redistributes traditional power from the teacher to the student. I do agree with this sentiment. However Gibbs has failed to highlight the teaching pedagogies that have enabled these high-achieving students to attain their results. What kind of teacher enabled these students to reach these heights?

The educational interventions that make most difference to student performance are not to do with improving teachers or curricula, and certainly not with policy or organizational changes, but involve improving students: changing what it is they do in order to learn. (Gibbs, 2013, The Times Higher Education).

Gibbs argues that student self-determination and ambition is the obvious answer. It is difficult to nullify that argument. But that is not the single most defining aspect of a successful student; nor is it, as Gibbs argues, “specific technical skills” (Gibbs, 2013, Times Higher Education). A teacher must play apart in student success.

Ladson-Billings (1996) argues the importance of a cultural competent teachers negotiate not only student academic achievement, but also engagement and interest.  Ladson-Billings explores the need for teachers to embrace all attitudes, values and expectations of cultures within the educational setting.

With the incorporation and inclusion of culture into pedagogies, reinforce not only critical thinking, but expand on student cultural constructs. When the students and their teachers are from different cultural backgrounds, they can bring vastly different experiences to the classroom and interpret the knowledge in radically different ways. They can have quite divergent ways of making meaning. Being culturally aware is fundamentally important to actively engage and mobilize students in the day-to-day learning environment. Understanding the parameters of culture, motivation, and individuality, teachers can reflect the community they serve and the society they represent. The inclusive movement of empathy to harness academic success is a fundamental concept in activating positive cultural awareness and instruction.

The reason why I have used Gibb’s, and contrasted it to Ladson-Billing’s article, is the undercurrent theme that denotes each of them: the dynamic challenge of successful learning. Both teachers and students are learners. Although the two articles explore two diametrically opposing concepts, the undercurrent of these articles expands on the notion that learning is not a definitive and static arrival point: it is a dynamic and professional development. Professional development is critical in keeping with rapid political, social and technological shifts in society. Culture competency another aspect of the teaching and learning environments that is overlooked by Gibbs.

 References

Gibbs, G. (30 May, 2013). Raising Awareness of Best-Practice Pedagogy. Times Higher Education. Retrieved from: http://www.timeshighereducation.co.uk/news/raising-awareness-of-best-practice-pedagogy/2004204.article

Ladson-Billings, G. (1995). Toward a Theory of Cultural Relevant Pedagogy. American Educational Research Journal, 32, pp. 465 – 490. 

Aboriginal Education and Policy: Failure to Self-Determination

“Education Fails Indigenous Kids” identifies the historical inequalities of indigenous educational outcomes, using NAPLAN and My School data and averages as an academic benchmark.  “150 schools with the lowest NAPLAN results are remote and very remote schools attended mainly by indigenous students. There are few non-indigenous school in this group of 150, and few indigenous schools outside it” (Helen and Mark Hughes, 2010, Education fails indigenous kids).

NAPLAN allows policy makers to indicate the consistency of knowledge across the spectrum, regarding literacy and numeracy. Despite NAPLAN’s usefulness providing transparency and a comparative study for educational researchers, it is evident that the test narrows the curriculum and does nothing to incorporate Aboriginal and Torres Straight Islander culture. There have been no distinctions for indigenous students. “NAPLAN and My School have identified where Australian education is working and where it is in crisis” (Helen and Mark Hughes, 2010).  NAPLAN tells us where the gaps exist, but does nothing to alleviate why.

Educational disadvantage is entrenched within our system. Ford (2013) argues the historical perpetuation of indigenous inequalities, defined as ‘lock-in inequalities’. Given that education is the most accessible means for social mobility, it is further insult to injury that those communities that need to break the deadlock are static and unable to access the resources to empower individuals and their communities.

From the Protection Era government policies of the mid-1800s to 1930s, to the Assimilation policy of the 20^th century, one prevalent theme is maintained: paternalism. Aboriginal communities have endured decades of government interventionist and centralization policies, from both parties. Today, Federal and State Departments denote a fiscal policy – however, the paternalism and ‘chief protector’ mentality continues. Despite policy after policy, budget after budget, the entrenchment of Indigenous disadvantage is maintained.

Warren Mundine, the chief Indigenous advisor for the Federal Government, and will chair Tony Abbot’s Indigenous Advisory Council, in the article “WM flags radical overhaul of Indigenous regulatory body,” explicitly states that Federal Government funding has not reached the grassroots level.  In a fiscal era of government, Mundine has challenged the belief that funding alone can annul education, health and incarceration inequalities. Despite fiscal spending in Aboriginal communities, “historical underachievement” is perpetuated regardless of Canberra’s pledge (Ford, 2013, p. 99). Spending alone will not ‘close the gap’. Mundine further supports this claim, stating, “money has disappeared” (Michelmore, Flags Radical Overhaul, 2013).

Therefore, we know ‘the gap’ continues; we know the historical locked-in inequality in Aboriginal communities festers; we know the prevalence of Government interventionist policies; and lastly, we know that Government fiscal policies do not even reach the communities and frontline workers where it’s needed most. Then what kind of policy could fix this?

How can Aboriginal students maximize their own chances of success in what is a highly competitive educational system? Furthermore, how can Aboriginal students ‘close the gap’ that has been deepening for decades?

On Q & A, Warren Mundine states that there is a common misconception to perceive Aboriginals as one people: “Aboriginal people are not one group – but a number of cultures, with varying degrees of the colonial experience and Invasion. We need to recognize Aboriginal students on a regional-to-regional basis” (Q & A, 2013).

Q & A on Indigenous Intervention and Self-Determination

The concept of self-determination has often been used in Indigenous discourses around the world: from native North and Southern Americans, to the Palestinians in the Arab-Israeli conflict. Like those political rhetoric’s, they are generally used to appease Indigenous communities. But what kind of policy could the Federal Government implement to actually encourage self-determination?

Would a ‘micro self-determination’ be possible? Empowering Aboriginal communities and cultures, rather than a top-down approach. What would educational policies that implement micro and culture-based curriculums look like?

I believe a focus to empower Aboriginals, begins in a shift in trust and investment into Aboriginal community themselves, empowering Aboriginal communities. Policy reforms to encourage self-determination, ending Canberra’s assimilation strategies and consequent community welfare dependency. Looking at NAPLAN, we see the gaps – they are clear. But instead of dealing with the symptoms of educational inequalities, we must deal with the causes. To shift trust and confidence to leaders and frontline workers can cultivate community autonomy, and consequently, positive educational outcomes, ending disadvantage and ‘closing the gap’. The era of ‘trickle down’ Indigenous policy must end.

References

Ford, M. (2013) “Achievement Gaps in Australia: What NAPLAN Reveals about Education Inequality in Australia”. Race Ethnicity and Education. 16:1, pp. 80 – 102.

Hughes, H. and Hughes, M. (29 April, 2010). “Education Fails Indigenous Kids”. The Australian. Retrieved from: http://www.theaustralian.com.au/opinion/education-fails-indigenous-kids/story-e6frg6zo-1225859601205

McEvoy, P. (Executive Producer). (14 October, 2013). Q & A. Sydney: ABC.  Retrieved from: http://www.abc.net.au/iview/#/view/43502

Michelmore, K. (14 October, 2013). “Warren Mundine flags radical overhaul of Indigenous regulatory body ORIC, says ‘money has disappeared.” ABC News. Retrieved from: http://www.abc.net.au/news/2013-10-14/warren-mundine-flags-radical-overhaul-of-indigenous-regulator/5019356

A reflection on a current educational issue in Sydney relating to culture and identity

In a class that I took last semester at my home university in America, we watched a YouTube video regarding education that, in my opinion, is relevant in all parts of the world, including Sydney.  The video discusses how education has changed, and if it continues down the path it is on, what the future of education will be.  I think that this is an issue of great importance in today’s society, and if not addressed, could be detrimental.  Children are the future and education today is limiting their thinking and what they will be able to contribute to the world. 

Here is a link to the video: http://www.youtube.com/watch?v=zDZFcDGpL4U

The YouTube video “Changing Education Paradigms” discusses the topic of education and creativity, and presents the idea that education is stifling children’s creativity from a young age.  I found the manner in which this idea was presented to be very interesting, and agree with what was being said in the video.  Rather than education being an aesthetic experience for children, one which stimulates their senses and allows them to act in the moment, it has become an anesthetic experience, one which shuts off their senses and deadens them.  As the video said, children are getting through education by being anesthetized.  Schools are organized on factory lines and children are being educated by batches (age groups).  Children are forced to follow a mold of what to say, how to act, what to learn, and how to learn.  They are separated and educated by age group with little regard to individual abilities, strengths, and weaknesses.  They are told there are two types of people, academic people and nonacademic people, and if they are not academically gifted that they will not be successful in life.  Academics is the main focus with little or no regard for creativity.  There is no creativity being fostered, which could be detrimental because creativity is very important in children’s growth and development.  We all have the capacity for divergent thinking, yet the ability to do so is not being harnessed.  There are countless ways to interpret questions and develop answers to these questions, but children are taught to think in linear and convergent ways.  The capacity of divergent thinking deteriorates with age, and even more quickly when it is not taken advantage of.  Great learning happens in groups through collaboration, allowing us to grow and expand our minds, however, the habits of institutions and habitats that they occupy are not allowing for this to happen.  Unless we begin to think differently about human capacity, creativity will continue to be stifled. 

References

Wadham, B. Pudsey, J. & Boyd, R. (2007). Culture and education. Sydney:

Pearson Education. Chapter 1: What is culture?

A reflection of your own experiences of culture and identity in relation to education

Culture is seen as a major source of a person’s identity and a major determinant of their actions and behavior.  People define themselves in terms of where they live, their gender, their race, their history, their nationality, their language, etc., all of which are aspects of culture (Phillips 2006).  Personally, I’ve never thought much about my culture and identity in relation to education, and this is probably because I am of the majority in terms of race and class.  My hometown in America is a dominantly White middle-class town in which I am a part of the majority.  I received a primary and secondary education in public schools in which there was little diversity and multiculturalism.  In fact, the high school I attended bused in a small number of African American students from a nearby inner city to not only to provide those students with a better education, but to diversify the school a bit more.  Thinking about it now and relating it to the work of McIntosh which we read for class, this act of bussing African American students to my town to attend school was an example of white privilege.  I think that growing up in my town, we were “taught to think of our lives as morally neutral, normative and average, and also ideal, so that when we work to benefit others, this is seen as work that will allow ‘them’ to be more like ‘us’” (McIntosh 1992).

From my perspective, though there was no blatant discrimination against these students, everyone knew who they were because there were so few African American students at the school.  It was assumed that all African American students at the school were from the nearby inner city, though this was not the case; there were a handful of other African American students at the school that did live in my town. 

From a young age, my parents have taught me that the world is made up of people of different races, nationalities, languages, etc. and the fact that everyone is different is what makes the world such a great place.  Everyone has something to offer to the world, and if we choose to do so, we can learn a great deal from others.  We can expand our thinking and our horizons and grow, both individually and collectively as a human race.  Unfortunately, a lot of my peers did not share this same view, and though they did not exhibit blatant discrimination, it was obvious that they felt as though they were the superior.  In my opinion, this was a detrimental way of thinking on my classmates’ part and proves that “white privilege damages white people” (McIntosh 1992).  I think that these feelings of superiority were a result of not only not having been taught from a young age by their parents to be accepting of everyone, but also inexposure to people who were different than them.  As I said, most students came from a white middle-class family, and we all had been going to school together since kindergarten, so these were the people who made up our everyday life.  There was also not much discussion or incorporation, as I recall, of multiculturalism in school.

References

McIntosh, P. (1992) White Privilege and Male Privilege: A personal account of

coming to see correspondences through work in women’s studies, In M.

Andersen & P. H. Collins (eds), Race, Class, and Gender: An anthology.

Belmont, CA, Wadsworth Publishing.

Phillips, A. (2006). What is culture? In Arneil, Barbara and Deveaux, Monique and

Dhamoon, Rita and Eisenberg, Avigail, (eds.) Sexual justice / cultural

justice. London, UK : Routledge, 2006, pp. 15-29.

Culturally Competent Teachers

“(Some) teachers know the secret - and it won’t win any Oscars” (Tovey, 2013).

Fine (1986) and Fordham (1988) (cited in Ladson-Billings, 1995) have discovered after a research project they conducted in America with African-American students, “the students' academic success came at the expense of their cultural and psychosocial well-being.” Some of these students’ capabilities were unable to be discovered as teachers would sometimes associate them according to the generalized negative characteristics and connotations arising from their cultural heritage. This caused a dilemma amongst school communities, thus calling for this “culturally relevant pedagogy” (Ladson-Billings, 1995) where teachers had to acquire the necessary teaching methods to “provide a way for students to maintain their cultural integrity while succeeding academically” (Ladson-Billings, 1995).  Through this crucial technique, teachers were able to unveil the hidden, sometimes abused talents and skills the students actually had. It was a way in which teachers were building bridges to their students; where this bond was created and teachers were able to change the lives of these children.

An example of the portrayal of cultural competency is evident reiterated in Ladson-Billings (1995) journal where one of the teachers used the lyrics of rap songs as a way to teach elements of poetry and from these rap lyrics she was able to allow them to take on more conventional poetry. She encouraged students who were more skilled at creating and improvising raps, spending time and effort to work on their talent. This is the teacher demonstrating a sense of compassion for learning and teaching, acknowledging the concept of recycling, constructing and sharing knowledge with the student, ‘mining’ knowledge rather than simply passively dictating knowledge to the students. The teacher is examining the underpinnings of what needs to be taught, enforcing a sense of creativity, analysis and facilitation of knowledge (Ladson-Billings, 1995).

There is evidence of teachers whom embody these skills to integrate cultural circumstances within their teaching styles and passion for teaching and learning.

One example is Ms. Dunning, an English teacher from Nepean Creative and Performing Arts High School in Sydney's western suburbs. She has literally dedicated not only school hours, but free-time to aid her students with upcoming HSC examinations. She has demonstrated a real passion and care in relation to her students learning, “making herself available on the online education networking tool Edmodo”, reaching out to them through technological means they would find convenient, enjoy and understand. (Tovey, 2013)

Another recent article in the Sydney Morning Herald by Tovey cunningly and appropriately mentions: “In the movies, the best teachers are usually those who transform a class almost overnight by leaping atop a desk or delivering a rousing speech. In reality, it is sustained hard work, sometimes using data and evidence of what works to drive incremental improvements in their students' abilities and achievements, that distinguishes many of the best educators” (Tovey, 2013).

Mr. Elletson, another enthusiastic, culturally competent teacher “showed other teachers how to identify strengths and weaknesses among students, set targets of achievement, gather and analyse data and celebrate successes, as well as modeling pedagogical techniques in classrooms for other teachers to observe” (Tovey, 2013).

I am glad to see and hear of these great teaching initiatives and skills being demonstrated by teachers for their students. I aspire one day be like these great, hard-working individuals. I believe the most important feature and skill that a teacher could have is the ability to be culturally competent. I find it crucial for a teacher to accommodate for the perceptions, values, skills and personality of themselves and others. This is known as being ‘culturally competent’ as the teacher becomes capable of truly comprehending the needs and talents of their students. 

References:

Fine, M. (1986). Why urban adolescents drop into and out of high school. Teachers College Record, 87, 393-409.

Fordham, S. (1988). Racelessness as a factor in Black student's school success: Pragmatic strategy or pyrrhic victory? Harvard Educational Review, 58, 54-84.

Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy, American Educational Research Journal, 1995 32: 465.

Tovey, J. October 4, 2013, Teachers offer lessons in dedication for keen HSC students, http://www.smh.com.au/national/education/teachers-offer-lessons-in-dedication-for-keen-hsc-students-20131003-2uxhd.html

Tovey, J. September 5, 2013, This teacher knows the secret - and it won't win any Oscars, http://www.smh.com.au/nsw/this-teacher-knows-the-secret--and-it-wont-win-any-oscars-20130904-2t5iy.html